Extroversion as a Factor Conditioning AchieveMent in the Fifth and Sixth Grades of the Elementary School

Abstract

One-hundred-eighty-five hig-school junior and senior students were classified as underachievers, overachievers, and achievers, by percent lie rank positions on CEE11 scores and achievement tests In mathematics. An examination was made of the relationship of facilitating: and debilitating anxiety and four teacher motivation cues to the three levels of scholastic achievement. Girls were more sensitive than the hoys to the motive-arousing: cues provided by their teachers, yet differential sex and group reactions were reported In the perception of teacher cues. Facilitating as well as debilitating anxiety was a determining variable for both sexes on all three achieving groups.